Keyword: «preschool child»

The author analyses the transition period from the senior preschool age to primary school age as optimum for development of preconditions of stable social behavior of the child. Special attention is given to the background of leading value of children's subculture in formation of experience of social behavior of 5–7 year old children. On the basis of the research, carried out by the author, the essence of the concept “socially-valuable behavior” is revealed. The components and structurally functional model of socially-valuable behavior are presented.

The paper deals with the main characteristics of the developed subject role-playing game as a leading kind of activity of preschool children and its structure: game plot and contents, the diagnosed components of structure of subject role-playing game of preschool child. The supervision method is reasonable as the main method of psycho-diagnostics at preschool children. The results of the analysis – number of the children using components of a subject role-playing game – showed insufficient possession of game by preschool children.

The article presents the results of an empirical study of manipulative tendencies in communication of a preschool child with adults and peers. It is shown that children of older preschool age, using methods of manipulation in communication, perceive their family situation as unfavorable. Parents of children-manipulators also have medium and high levels of propensity to manipulate. Of the two parents, mothers of preschool children are more susceptible to manipulation by children.

In this article, the network interaction of the two levels of education - preschool and primary - is considered. Describe the tasks that are solved in the context of network interaction for the development of continuity. Comparative analysis of GEF DO and DOE is given. The author singles out the main idea of interaction between the pre-school educational institution and the school. And also, an example of the sequence and forms of the development of continuity in the conditions of network interaction "DOW-School" is given.

This article examines the reasons for the delay in the mental development of children, their manifestations in preschool and school education. The urgency of the problem is substantiated. A significant place among children with mental and physical development disorders is occupied by children with DZD, and the tendency of their number growth is observed year by year. Characteristics of children with ZPR are given. Correction and educational work of teachers and parents in institutions of preschool and primary education is analyzed.